The developing ego in group psychotherapy

Analytic group psychotherapy offers the potential for developing ego functions and enhancing identity formation. The nature of the interaction in group psychotherapy forces participants to deal with their perception of reality and revise their perceptions. After a brief review of the literature, focusing on the theoretical basis and ego development in analytic group psychotherapy, the paper discusses the following ego functions and gives an example of each: adaptation to reality, judgment, drive control, object relations (relationships with others), thought process and communication, defenses, affect differentiation, autonomy, mastery-competence, regulation of self-esteem, and frustration tolerance. The paper concludes with an example of assessing ego functions from a clinical vignette taken from one group psychotherapy session.     

Life cycle and loss--the spiritual vacuum of heroin addiction

This research studied the function of heroin addiction as a family-learned method of coping with death, separation, and loss across the life cycle. Heroin addicts, psychiatric outpatients, and normal students were given an extensive interview and test battery to determine the incidence of loss of family members and significant others. Because the impact of death is often overcome through religious rituals, this study also investigated the subjects' perception of their families' religious values and orientation to life's meaning and purpose. Results indicate that the incidence of death differs significantly across groups and that addicts have a distinct orientation to death, are more suicidal, and have more premature and bizarre death experiences. During childhood they have more family separations, and they tend to develop a distinct pattern of continuously separating from and returning to their families. They are also less likely to have a clearly defined purpose in life. A subset of parents from each group were also interviewed and tested, and these results support the theory of the intergenerational transmission of behavior.     

Empty nest,cohort, and employment in the well-being of midlife women

Whether the empty-nest experience has positive or negative consequences for women's well-being at midlife may depend on their historical cohort membership and employment status. In this study, it was posited that the empty nest was likely to be a negative experience among the particular cohort of women (Cohort II) who reached adulthood during the period of strong societal emphasis on women's maternal role known as the feminine mystique, would be experienced positively among the earlier cohort (Cohort I) who as young adults were encouraged to enter the labor force during World War II. Analyses of covariance tested the relationships among empty-nest status, cohort membership, and employment status, and three measures of psychological well-being, adjusted for age, education, and marital status. The results of this study show that cohort and employment each have important independent associations with women's well-being at midlife, but that the experience of the empty nest depends on these two factors, especially cohort experiences.The authors wish to thank Joseph Veroff, Elizabeth Douvan, and Richard Kulka for the use of the data from The Study of Modern Living, and Joseph Veroff for comments on an earlier version of this paper.     

Genetic Counseling Practices in Germany: A Comparison Between East German and West German Geneticists

As part of an international study of ethics and genetics, we present a comparison between survey responses of 43 East German and 212 West German geneticists to anonymous questionnaires. Both groups indicated that the experience of the Third Reich has impacted the genetics profession in Germany today. East German geneticists reported more directive counseling practices after prenatal diagnosis for 10 of 26 conditions than those from West Germany. When asked to give their personal opinions about pregnancy termination, East Germans were more accepting of abortion than their West German colleagues for 7 of 24 fetal indications. In addition, there were significant differences between the two sample groups for 8 questions on the perception of disability and society. Discussions with German geneticists suggest that, while both groups were affected by Germany's experience of Nazism, different abortion laws, political systems, and ideas about the doctor-patient relationship in former East and West Germany may account for discrepancies in reported genetic counseling practices and in attitudes toward abortion and disability.     

Selective information processing and schematic content related to eating behavior

An adaptation of the Stroop color-naming task was used to investigate selective information processing related to eating behavior in 90 undergraduate women. This study differed from previous studies by (a) treating eating behavior as a continuous variable and (b) looking at five separate categories of words including color, neutral, food, body shape, and other emotionally salient words. We did not find a strong pattern of relation between the Stroop task and eating and body image measures. Results suggest that in a nonclinical population, direct methods of accessing cognitions related to eating may be more fruitful than indirect measures.     

Associations between the school-related beliefs of Mexican-American and Anglo-American mothers and children

Mexican-American and Anglo-American mothers' beliefs about their children's school related competence in the areas of academics and behavioral conduct, as well as their beliefs about their own academic competence, were assessed at the beginning of the children's kindergarten year. Mother-child dyads discussed the children's typical school experiences on four occasions during the school year, and children's beliefs were assessed at the end of the year. Pearson correlation coefficients indicated that strong associations between Anglo-American mothers' and children's beliefs existed, and partial correlation coefficients indicated that mother-child discourse contributed to many of these relations. Direct associations between mothers' and children's beliefs were not found for Mexican-American dyads, although mother-child discourse was linked to beliefs. The results suggest that dyads' conversations may serve as a means of transmitting beliefs about school-related competence, and that the this transmission may be more bidirectional in Mexican-American dyads.     

Countertransference in group psychotherapy

This paper attempts to up-date our understanding of countertransference in the therapy group setting. After a brief review of some of the psychoanalytic and the group psychotherapy literature dealing with countertransference, the paper points out the vulnerability of the group therapist and presents examples of possible countertransferential situations, such as stereotyped roles, reactions to external aspects of patients, and therapists' insecurities. It concludes by suggesting ways in which group therapists can become more sensitive to their countertransferences.     

More on EM for ML factor analysis

We address several issues that are raised by Bentler and Tanaka's [1983] discussion of Rubin and Thayer [1982]. Our conclusions are: standard methods do not completely monitor the possible existence of multiple local maxima; summarizing inferential precision by the standard output based on second derivatives of the log likelihood at a maximum can be inappropriate, even if there exists a unique local maximum; EM and LISREL can be viewed as complementary, albeit not entirely adequate, tools for factor analysis.This work was partially supported by the Program Statistics Research Project at Educational Testing Service.     

GENERALIZATION OF VERBAL CONDITIONING TO VERBAL AND NONVERBAL BEHAVIOR: GROUP THERAPY WITH CHRONIC PSYCHIATRIC PATIENTS1

Twelve chronic hospitalized female patients received token reinforcement contingent on two separate classes of verbalizations: (a) positive statements about optional activities available in the hospital setting, and (b) positive statements about people. Cross-class generalization of reinforced verbal responses about activities to overt behavior was tested by actual participation in activities; within-class generalization of verbal responses about people to verbalizations in another stimulus setting was assessed in a structured interview situation. A multiple baseline design with contingency reversals was employed to demonstrate experimental control of both classes of verbalizations in the group sessions. Positive statements about activities generalized to actual participation in activities, while generalization of positive statements about people to verbalization in the extra-group setting did not occur.